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Providing a ‘point of entry’: Approaches to framing sustainability in curriculum design in Higher Education

Published online by Cambridge University Press:  17 July 2020

Orana Sandri Open the ORCID record for Orana Sandri [Opens in a new window]
Orana Sandri*
Affiliation:
School of Property, Construction and Project Management, RMIT University, Melbourne, Victoria, Australia
*
*Corresponding author: Email: orana.sandri@rmit.edu.au
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Abstract

The rationale for including sustainability in Higher Education curriculum has been made clear, yet how to facilitate effective learning in this field has received less research attention. This article focuses on approaches to the ‘framing’ of sustainability in curriculum design as a tool for educators to contextualise sustainability concepts and practices to engage learners within traditional disciplines where sustainability studies are still relatively novel, and therefore, not embedded within existing disciplinary ‘frames’. The article draws together findings from a qualitative study of four undergraduate sustainability courses to provide initial insight into different framings of sustainability and student experiences within the courses. Drawing on an analysis of empirical data and theory, this article argues that the way sustainability is framed may assist in addressing barriers in the uptake of sustainability by teachers and students in Higher Education. Framing has the potential to support student engagement with sustainability courses and the integration of sustainability within degree programs and professional practices. The findings also indicate that framing, and its effect on learning, are shaped by both the presentation of content and also, more importantly for transformative learning, the pedagogy underpinning the curriculum design.

Keywords

learningsustainabilityhigher educationcurriculumframingteacher development
Type
Article
Information
Australian Journal of Environmental Education , Volume 37 , Issue 1 , March 2021 , pp. 56 - 68
Copyright
© The Author(s) 2020. Published by Cambridge University Press

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